Simulation debriefing frameworks in competency development: A heutagogical analysis

Background Competency-based education emphasizes learner progression toward competence through formative feedback, and self-assessment. Simulation debriefing facilitates these processes. Limited scholarship has examined how debriefing frameworks support competency development in simulation-based nursing education through the lens of self-determined learning. Methods A deductive qualitative thematic document analysis examined alignment between three commonly used debriefing frameworks: Diamond Debriefing, Plus-Delta, and PEARLS and principles of heutagogy. Framework components were analyzed using five predetermined themes reflecting self-determined learning. Findings All frameworks demonstrated varying alignment with heutagogical principles. Diamond Debriefing and PEARLS supported metacognition, reflective dialogue, and double-loop learning, while Plus-Delta emphasized learner agency and self-assessment but provided less explicit support for metacognitive reflection. Simulation debriefing frameworks differ in their capacity to support competency development. Discussion Intentional selection of debriefing tools may enhance self-determined learning processes that promote learner autonomy and progression toward competence in nursing education.